1. Effective K-5 Math Instruction
By Stephanie Haga for FCS New Teacher Orientation 2015

2. Goals Know the components of effective math stations.
Know where to find resources to support effective math instruction.
Understand the importance of building students’ number sense and where to begin.
Structure your math block for maximum student learning.

3. WIthouWithout counting one by one, determine how many shaded squares are in this 10 x 10 grid.
The Border Problem
Revoicing – The teacher paraphrases some students’ thinking.
Repeating – The teacher asks students to restate someone else’s thinking.
Reasoning – Which of these methods are most similar? Which are most different? Why?
Adding On – The teacher prompts students for further participation.
Wait Time – Wait at least 5-45 seconds.
If time, use someone else’s thinking to find a rule you could apply to any square. 5x5

4. 5 Productive Talk Moves that Support Mathematical Discussions
Revoicing – The teacher paraphrases some students’ thinking.
Repeating – The teacher asks students to restate someone else’s thinking.
Reasoning – The teacher asks students to apply their own reasoning to someone else’s thinking.
Adding On – The teacher prompts students for further participation.
Wait Time – Wait at least 5-45 seconds.

5. Standards for Mathematical Practice
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

6. “Getting done” should NOT take precedence over “doing”
“Getting done” should NOT take precedence over “doing”. “Finishing” should not be more important than “figuring out”.
The most important questions you can ask yourself when selecting activities are: What will the students be doing and what will they learn by doing it?

7. Scheduling the Math Block

8. Sample Weekly Math Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
Number Sense Routines/Math Talks 10 min. every day
Mini-lesson min. every day
Math Station
Rotation 1
20-25 min.
Collaborative/Inquiry Tasks
40-50 min.
Rotation 2
Lesson Summary/Conclusion 5-10 min. every day

9. What are components of effective math stations?

10. Effective Math Stations
Every station has clear directions provided.
The work is engaging.
A learning goal is written for each station.
Students have a way to check their work.
Students are asked to connect their actions to the learning goal.
Teachers have a way to determine student learning.
Station is differentiated (if possible)
Procedures and meaningful work are in place so early finishers know what to do.

11. http://k6educators. about. com/od/helpfornewteachers/a/scaffoldingtech
activating prior knowledge
offering a motivational context to pique student interest or curiosity in the subject at hand
breaking a complex task into easier, more "doable" steps to facilitate student achievement
showing students an example of the desired outcome before they complete the task
modeling the thought process for students through "think aloud" talk
offering hints or partial solutions to problems
using verbal cues to prompt student answers
teaching students chants or mnemonic devices to ease memorization of key facts or procedures
facilitating student engagement and participation
displaying a historical timeline to offer a context for learning
using graphic organizers to offer a visual framework for assimilating new information
teaching key vocabulary terms before reading
guiding the students in making predictions for what they expect will occur in a story, experiment, or other course of action
asking questions while reading to encourage deeper investigation of concepts
suggesting possible strategies for the students to use during independent practice
modeling an activity for the students before they are asked to complete the same or similar activity
asking students to contribute their own experiences that relate to the subject at hand

12. 4 Basic Ways to DIFFERENTIATE your stations
Vary the Modality
Change the Numerical Limits
Provide Supports or Hints
Assign Centers based on Student Needs

13. Reflect
What resonated with you? What questions do you still have? What will you do differently as a result of today’s session?

14. Resources www.educatestem.weebly.com
You can find the resources from today’s session at:
My contact information:
Stephanie Haga
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